Between Stage and Page : If We Were Villains as a Pedagogical Bridge to Shakespeare

This essay examines M.L. Rio’s novel If We Were Villains (2017) as both a Shakespeare-infused mystery and a pedagogical tool for teaching Shakespeare to Swedish upper secondary EFL students. Using performance theory, the literary analysis shows how the novel’s intertextual use of Shakespeare functions as the characters’ primary register for thinking, feeling, and confessing, and how Dellecher’s habitual casting and on- and offstage behaviour blur the boundary between performed and authentic identity. The novel’s use of Shakespearean language within a contemporary mystery narrative provides an accessible entry point for students who might otherwise find classical literature intimidating and difficult. This study explores how students can engage with Shakespeare’s complex language while examining themes of identity and performance. Using reader-response theory, the pedagogical analysis reveals that Rio’s work may function as a bridge between classical and contemporary literature, making Shakespeare’s language comprehensible while fulfilling Swedish Curriculum requirements for cultural and linguistic development. Through the novel’s exploration of performed versus authentic identity, students can reflect on their own identity construction. This study contributes to existing research by examining how contemporary adaptations of classical works can serve as effective pedagogical tools that promote critical thinking, emotional engagement, and democratic discourse in the EFL classroom.